Version 1.1
General Certificate of Education (A-level)
June 2011
English Literature A
LTA1C
(Specification 2740)
Unit 1: Text in Context: Option C
The Struggle for Identity in Modern Literature
Post-Standardisation
Mark Scheme
Mark schemes are prepared by the Principal Examiner and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all examiners participate in and is the scheme which was used by them
in this examination. The standardisation process ensures that the mark scheme covers the
candidates’ responses to questions and that every examiner understands and applies it in the same
correct way. As preparation for standardisation each examiner analyses a number of candidates’
scripts: alternative answers not already covered by the mark scheme are discussed and legislated for.
If, after the standardisation process, examiners encounter unusual answers which have not been
raised they are required to refer these to the Principal Examiner.
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expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark
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assessment remain constant, details will change, depending on the content of a particular examination
paper.
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Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
The Assessment Objectives
• Assessment in English Literature is unlike that in most other subjects where Assessment
Objectives can be assessed discretely.
• Experience of examining in this subject and research conducted into how candidates
approach answering questions show that there is never an occasion where one can assess
a single Assessment Objective discretely.
• Some Assessment Objectives, such as AO1 and AO2, are present in all questions on this
paper.
• In this paper, some Assessment Objectives have different weightings in different questions.
• The specification and its units have been constructed and the questions have been framed
so that the Assessment Objectives are targeted in the proportions set out in the
specification and reprinted below.
Weighting of Assessment Objectives for AS
The table below shows the approximate weighting of each of the Assessment Objectives in the
AS units.
Assessment Objectives
AO1
AO2
AO3
AO4
Overall weighting of units
(%)
Unit Weightings (%)
Unit 1
Unit 2
12
12
18
14
12
10
18
4
60
40
Overall weighting
of AOs (%)
24
32
22
22
100
Weighting of Assessment Objectives for this paper
The table below shows the Assessment Objectives tested by each question and the
approximate numbers of marks available.
Assessment Objectives
AO1
AO2
AO3
AO4
Overall weighting of
questions
Question Weightings (by mark)
Question 1
Questions 2-7
3
15
12
15
3
15
27
45
45
3
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
How to use the Grids and the marking scheme
• For each question in this unit, in addition to the Assessment Objectives common to all
questions (AOs1 and 2), there is a key Assessment Objective which should be used in
the first stage of assessing the answer. For Question 1, this is AO4; for all set text
questions, this is AO3.
• Having placed the answer in a band of the grid, move on to verify this mark by considering
the other relevant AO columns (AOs 1, 2 and 3 for Question1; AOs 1 and 2 for the set text
questions).
• This is a skills-based mark scheme. The whole specification is designed to encourage the
development of the autonomous reader. In the coursework, this is encouraged through
teachers/candidates taking responsibility for choice of text and construction of task. In
the examination, candidates are invited to answer questions which present unprepared
material and require reference to individualised wider reading (like the context question
here) and open questions which invite the candidate to make their own selection of the
poems they wish to write about (as in the poetry set text question).
It is therefore the candidate who sets the agenda and chooses the relevant material with which
to answer the question. The examiner will be judging the appropriateness, the relevance and
the accuracy of those choices.
4
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Assessment Objective
1
(3 marks)
Assessment AO1: Articulate
creative, informed and
Objective
relevant responses to
literary texts, using
appropriate terminology
and concepts, and
coherent, accurate
written expression
Band 1
0-10
Band 2
11-22
Candidates
characteristically:
a) communicate limited
knowledge and
understanding of
literary texts
b) make few uses of
appropriate terminology
or examples to support
interpretations
c) attempt to
communicate meaning
by using inaccurate
language.
Candidates
characteristically:
a) communicate some
basic knowledge and
understanding of
literary texts
b) make simple use of
appropriate terminology
or examples to support
interpretations
c) communicate
meaning using
straightforward
language.
Assessment
Objective 2
(12 marks)
AO2: Demonstrate
detailed critical
understanding in
analysing the ways
in which form,
structure and
language shape
meanings in literary
texts
Candidates
characteristically:
a) identify few
aspects of structure,
form, and language
b) assert some
aspects with
reference to how
they shape meaning
c) make limited
references to texts.
Candidates
characteristically:
a) identify obvious
aspects of structure,
form, and language
b) describe some
aspects with
reference to how
they shape meaning
c) make related
references to texts.
5
Assessment
Objective 3
(3 marks)
AO3: Explore
connections and
comparisons between
different literary texts,
informed by
interpretations of other
readers
Assessment
Objective 4
(27 marks)
AO4: Demonstrate
understanding of the
significance and
influence of the
contexts in which
literary texts are
written and received
Candidates
characteristically:
a) make few links and
connections between
literary texts
b) reflect the views
expressed in other
interpretations of
literary texts in a limited
way.
Candidates
characteristically:
a) communicate
limited understanding
of context through
descriptions of
culture, text type,
literary genre or
historical period.
Candidates
characteristically:
a) make
straightforward links
and connections
between literary texts
b) reflect the views
expressed in other
interpretations of
literary texts in a basic
way.
Candidates
characteristically:
a) communicate
some basic
understanding of
context through
descriptions of
culture, text type,
literary genre or
historical period.
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Band 3
23-34
Band 4
35-45
Candidates
characteristically:
a) communicate
relevant knowledge and
understanding of
literary texts
b) present relevant
responses, using
appropriate terminology
to support informed
interpretations
c) structure and
organise their writing
d) communicate content
and meaning through
expressive and
accurate writing.
Candidates
characteristically:
a) communicate
relevant knowledge and
understanding of
literary texts with
confidence
b) present relevant,
well-informed
responses, fluently
using appropriate
terminology to support
informed interpretations
c) structure and
organise their writing in
a cogent manner
d) communicate content
and meaning through
sophisticated and
mature writing.
Candidates
characteristically:
a) identify relevant
aspects of structure,
form and language
in literary texts
b) explore how
writers use specific
aspects to shape
meaning
c) use specific
references to texts to
support their
responses.
Candidates
characteristically:
a) explore links and
connections between
literary texts
b) communicate
understanding of the
views expressed in
different interpretations
or readings
Candidates
characteristically:
a) identify relevant
aspects of structure,
form and language
in literary texts with
insight
b) confidently
explore how writers
use specific aspects
to shape meaning
c) show a mastery of
detail in their use of
specific references
to texts to support
their responses.
Candidates
characteristically:
a) explore links and
connections between
literary texts with
confidence
b) communicate
understanding of the
views expressed in
different interpretations
or readings in a
mature, sophisticated
manner.
6
Candidates
characteristically:
a) communicate
understanding of the
relationships between
literary texts and their
contexts
b) comment
appropriately on the
influence of culture,
text type, literary
genre or historical
period on the ways in
which literary texts
were written and
were - and are –
received.
Candidates
characteristically:
a) communicate a
mature understanding
of the relationships
between literary texts
and their contexts
b) comment in a
sophisticated manner
on the influence of
culture, text type,
literary genre or
historical period on
the ways in which
literary texts were
written and were and are – received.
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
CONTEXTUAL LINKING
01. Read the following extract carefully. It is taken from a written statement made to a Nigerian
Military Court by the writer, Ken Saro-Wiwa. An activist for the Ogoni people of the Niger Delta,
he was on trial for anti-government protests. He had previously criticised foreign companies
who were extracting oil from Nigeria’s Delta region. Saro-Wiwa was executed a short time after
making this statement, submitted in November 1995.
How does the writer present his thoughts and feelings about the struggle for identity?
How far is the extract similar to and different from your wider reading about the struggle for
identity in modern literature? You should consider the writers’ choices of form, structure and
language, as well as subject matter.
FOCUS
Extract and all reading in literature about the Struggle for Identity (SFI).
KEY WORDS Thoughts and feelings, similar to, different from, form, structure and language.
INDICATIVE CONTENT:
Analysis of article - Subject Matter: personal struggle in the face of intimidation and repression;
bullying of the villagers and local tribes people; families and children; environmental exploration;
call for solidarity and unity across tribal or local divides; emphasis on political corruption and the
complicity of the entire structure of powerful society and organizations; an angry, articulate
militant’s perspective; passing on the torch of responsibility.
Form, structure and language: formal, descriptive, complex; rhetorical and valedictory; literary
vocabulary; religious references; powerful use of pronouns that highlight universal struggle and
individual courage; warning tone; ‘willing martyr’s’ oratorical but resigned tones(?); strongly
derogatory expressions and imagery; emotive expressions; visceral language, cyclical structure
commencing and ending with reminder of history, invocation of God as higher witness and
judge of individual conscience.
Possible links to wider reading:
Candidate to find links in terms of both similarity and difference with wider reading:
•
•
•
•
writing about social issues (in prose, poetry and drama)
other views of equality, self-determination, self-sacrifice and political resistance
other descriptions of oppression, environment, family, community and political dissent
other letters/statements/public appeals/addresses
7
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Assessment Objective 1
(3 marks)
Assessment
Objective 2
(12 marks)
Assessment
Objective
AO1: Articulate creative,
informed and relevant responses
to literary texts, using
appropriate terminology and
concepts, and coherent,
accurate written expression
AO2: Demonstrate detailed
critical understanding in
analysing the ways in
which form, structure and
language shape meanings
in literary texts
Band 1
0-10
Candidates characteristically:
a) communicate limited knowledge
and understanding of the way SaroWiwa presents his thoughts and
feelings
b) make few uses of appropriate
terminology or examples to support
Interpretations of Saro-Wiwa’s
statement
c) attempt to communicate
meaning by using inaccurate
language.
Candidates characteristically:
a) communicate some basic
knowledge and understanding of
Interpretations of Saro-Wiwa’s
statement
b) make simple use of appropriate
terminology or examples to support
interpretations of the ways SaroWiwa presents his thoughts and
feelings
c) communicate meaning using
straightforward language.
Candidates characteristically:
a) communicate relevant
knowledge and understanding of
Saro-Wiwa’s statement
b) present relevant responses to
the ways Saro-Wiwa presents his
thoughts and feelings, using
appropriate terminology to support
informed interpretations
c) structure and organise their
writing
d) communicate content and
meaning through expressive and
accurate writing.
Candidates characteristically:
a) identify few aspects of
structure, form and language
in Saro-Wiwa’s statement
b) assert some aspects with
reference to how Saro-Wiwa
shapes meaning
c) make limited references to
Saro-Wiwa’s statement.
Candidates characteristically:
a) communicate relevant
knowledge and understanding of
Interpretations of Saro-Wiwa’s
statement with confidence
b) present relevant, well-informed
responses to the ways Saro-Wiwa
presents his thoughts and feelings,
fluently using appropriate
terminology to support informed
interpretations
c) structure and organise their
writing in a cogent manner
d) communicate content and
meaning through sophisticated and
mature writing.
Band 2
11-22
Band 3
23-34
Band 4
35-45
Assessment
Objective 3
(3 marks)
Assessment
Objective 4
(27 marks)
AO3: Explore
connections and
comparisons between
different literary texts,
informed by
interpretations of other
readers
Candidates
characteristically:
a) make few links and
connections between
Saro-Wiwa’s statement
and wider reading texts
b) reflect the views
expressed in other
interpretations of SFI in a
limited way.
AO4: Demonstrate
understanding of the
significance and
influence of the contexts
in which literary texts are
written and received
Candidates characteristically:
a) identify obvious aspects of
structure, form and language
in Interpretations of SaroWiwa’s statement
b) describe some aspects
with reference to how SaroWiwa shapes meaning
c) make related references to
Saro-Wiwa’s statement.
Candidates
characteristically:
a) make straightforward
links and connections
between Saro-Wiwa’s
statement and wider
reading texts
b) reflect the views
expressed in other
interpretations of literature
about SFI in a basic way.
Candidates
characteristically:
communicate some basic
understanding of context
through descriptions of
culture, text type, literary
genre or the modern era
and ideas about SFI.
Candidates characteristically:
a) identify relevant aspects of
structure, form and language
in Saro-Wiwa’s statement
b) explore how Saro-Wiwa
uses specific aspects to
shape meaning
c) use specific references to
Interpretations of SaroWiwa’s statement to support
their responses.
Candidates
characteristically:
a) explore links and
connections between
Saro-Wiwa’s statement
and wider reading texts
b) communicate
understanding of the views
expressed in different
interpretations or readings
of literature about SFI.
Candidates characteristically:
a) identify relevant aspects of
form, structure and language
in Saro-Wiwa’s statement
with insight
b) confidently explore how
Saro-Wiwa uses specific
aspects to shape meaning
c) show a mastery of detail in
their use of specific
references to Saro-Wiwa’s
statement to support their
responses.
Candidates
characteristically:
a) explore links and
connections between
Interpretations of SaroWiwa’s statement and
wider reading texts with
confidence
b) communicate
understanding of the views
expressed in different
interpretations or readings
of literature about SFI in a
mature, sophisticated
manner.
Candidates
characteristically:
a) communicate
understanding of the
relationships between
Interpretations of SaroWiwa’s statement, wider
reading texts and the
context of SFI.
b) comment appropriately
on context: the influence of
culture, text type, literary
genre or historical period
on the ways in which
literary texts about SFI
were written and were and are - received
Candidates
characteristically:
a) communicate a mature
understanding of the
relationships between
Saro-Wiwa’s statement,
wider reading texts and the
context of SFI.
b) comment in a
sophisticated manner on
the influence of culture and
ideas, text type, literary
genre or historical period
on the ways in which
literary texts about SFI
were written and were and are – received.
8
Candidates
characteristically:
communicate limited
understanding of context
through descriptions of
culture, text type, literary
genre or the modern era
and ideas about SFI.
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
And still I Rise – Maya Angelou
02. Angelou has said ‘I gave birth to one child, a son, but I have thousands of daughters.’
To what extent do you agree that Angelou’s poetry presents the female struggle for identity
more effectively than the male struggle?
In your answer you should either refer to two or three poems in detail or range more widely
through the whole collection.
FOCUS
given view, two or three poems, whole text
KEYWORDS to what extent agree, Angelou’s poetry presents female more effectively than
male.
INDICATIVE CONTENT
To produce a balanced debate, the candidate’s choice of poetry should include both poems
that support the idea that Angelou’s poetry is more reflective of the female struggle for identity
and poems that reveal contrasting aspects of her writing.
• supporting poems might include ‘Phenomenal Woman’, ‘Just For A Time’, ‘Lady Luncheon
Club’, ‘Women Work’ and ‘Kin’.
• a counter-argument could be provided by poems with no explicit reference to female
struggle, more reference to male struggle or those that appear gender neutral eg ‘Country
Lover’, ‘Remembrance’, ‘Where We Belong, A Duet’, ‘Men’, ‘California Prodigal’, ‘Willie’,
‘Ain’t That Bad?’ or even ‘Thank You, Lord’.
• candidates who read closely will perhaps evaluate the effects created by references that
transcend gender in ‘Refusal’, ‘Junkie Monkey Reel’, ‘To Beat the Child Was Bad Enough’,
‘One More Round’ and even strongly assertive poems like ‘Still I Rise’ and ‘Life Doesn’t
Frighten Me’.
9
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Assessment Objective 1
(15 marks)
Assessment
Objective
Band 1
0-10
Band 2
11-22
Band 3
23-34
Band 4
35-45
AO1: Articulate creative, informed
and relevant responses to literary
texts, using appropriate terminology
and concepts, and coherent,
accurate written expression
Candidates characteristically:
a) communicate limited knowledge
and understanding of Angelou’s
poetry
b) make few uses of appropriate
terminology or examples to support
interpretations of the ways Angelou’s
poetry reflects female and male
struggles for identity
c) attempt to communicate meaning
by using inaccurate language.
Candidates characteristically:
a) communicate some basic
knowledge and understanding of
Angelou’s poetry
b) make simple use of appropriate
terminology or examples to support
interpretations of the ways Angelou’s
poetry reflects female and male
struggles for identity
c) communicate meaning using
straightforward language.
Candidates characteristically:
a) communicate relevant knowledge
and understanding of Angelou’s
poetry
b) present relevant responses to
support interpretations of the ways
Angelou’s poetry reflects female and
male struggles for identity, using
appropriate terminology to support
informed interpretations
c) structure and organise their writing
d) communicate content and
meaning through expressive and
accurate writing.
Candidates characteristically:
a) communicate relevant knowledge
and understanding of Angelou’s
poetry with confidence
b) present relevant, well-informed
responses to support interpretations
to the ways Angelou’s poetry reflects
female and male struggles for
identity, fluently using appropriate
terminology to support informed
interpretations
c) structure and organise their writing
in a cogent manner
d) communicate content and
meaning through sophisticated and
mature writing.
Assessment Objective 2
(15 marks)
Assessment Objective 3
(15 marks)
AO2: Demonstrate detailed
critical understanding in
analysing the ways in which
form, structure and language
shape meanings in literary
texts
Candidates characteristically:
a) identify few aspects of
structure, form and language in
Angelou’s poetry
b) assert some aspects with
reference to how Angelou
shapes meaning
c) make limited references to
Angelou’s poetry.
AO3: Explore connections and
comparisons between different
literary texts, informed by
interpretations of other readers
Candidates characteristically:
a) identify obvious aspects of
structure, form and language in
Angelou’s poetry
b) describe some aspects with
reference to how Angelou
shapes meaning
c) make related references to
Angelou’s poetry.
Candidates characteristically:
a) make straightforward links and
connections between Angelou’s
poems
b) reflect the given view in a basic
way
c) simply agree/disagree with the
given view.
Candidates characteristically:
a) identify relevant aspects of
form, structure and language in
Angelou’s poetry
b) explore how Angelou uses
specific aspects to shape
meaning
c) use specific references to
Angelou’s poetry to support
their responses.
Candidates characteristically:
a) explore links and connections
between Angelou’s poems
b) communicate understanding of
the given view
c) consider different interpretations
of Angelou’s poetry
d) construct a balanced debate.
Candidates characteristically:
a) identify relevant aspects of
structure, form and language in
Angelou’s poetry with insight
b) confidently explore how
Angelou uses specific aspects
to shape meaning
c) show a mastery of detail in
their use of specific references
to Angelou’s poetry to support
their responses.
Candidates characteristically:
a) explore links and connections
between Angelou’s poems with
confidence
b) communicate mature
understanding of the given view
c) consider different interpretations
of Angelou’s poetry in a cogent
manner
d) construct an illuminating
debate.
10
Candidates characteristically:
a) make few links and connections
between Angelou’s poems
b) reflect the given view in a
limited way
c) assert their agreement/
disagreement with the given view.
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
And still I Rise – Maya Angelou
3. ‘Ain’t That Bad?’ can be seen as Angelou’s best expression of her pride in her AfricanAmerican ethnicity.
To what extent do you agree that ‘Ain’t That Bad?’ is Angelou’s most powerful exploration of
pride in African-American identity?
In your answer you should consider form, structure and language, as well as subject matter.
FOCUS
‘Ain’t That Bad?’ / whole text
KEYWORDS To what extent do you feel, ‘Ain’t That Bad?’, best expression of pride, form,
structure, language, subject matter.
INDICATIVE CONTENT:
• analysis of ‘Ain’t That Bad?’, featuring relevant comment on subject matter ( eg references
to typical features of African- American lifestyle, appearance and culture; the naming of
African-American role models) and style (eg lyric form; simple language; colloquial
expression; repetitions and chorus effect; Angelou as undefeated rhetorician).
• links to other poems showing how they do/do not better show pride in the experiences of a
‘person of color’: poems with similar subject matter (eg, ‘Still I Rise’, ‘Willie’, ‘Thank You,
Lord’) or with similar style (eg, ‘Phenomenal Woman’, ‘Through the Inner City to the
Suburbs’).
• Counter-arguments, based on those elements of Angelou’s writing about ethnic pride not
captured in ‘Ain’t That Bad?’ or with some hint of criticism of African-American types (eg, ‘A
Kind of Love, Some Say’, ‘Men’, or even ‘Kin’). Success will depend on how the examples
are used to produce a balanced debate.
11
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
•
Assessment Objective 1
(15 marks)
Assessment AO1: Articulate creative, informed
and relevant responses to literary
Objective
texts, using appropriate terminology
and concepts, and coherent,
accurate written expression
Band 1
0-10
Band 2
11-22
Band 3
23-34
Band 4
35-45
Candidates characteristically:
a) communicate limited knowledge
and understanding of Angelou’s
poetry
b) make few uses of appropriate
terminology or examples to support
the idea that ‘Ain’t That Bad’ is the
best expression of ethnic pride in the
collection.
c) attempt to communicate meaning
by using inaccurate language.
Candidates characteristically:
a) communicate some basic
knowledge and understanding of
Angelou’s poetry
b) make simple use of appropriate
terminology or examples to support
the idea that ‘Ain’t That Bad’ is the
best expression of ethnic pride in the
collection.
c) communicate meaning using
straightforward language.
Candidates characteristically:
a) communicate relevant knowledge
and understanding of Angelou’s
poetry
b) present relevant responses to the
idea that ‘Ain’t That Bad’ is the best
expression of ethnic pride in the
collection, using appropriate
terminology to support informed
interpretations
c) structure and organise their
writing
d) communicate content and
meaning through expressive and
accurate writing.
Candidates characteristically:
a) communicate relevant knowledge
and understanding of Angelou’s
poetry with confidence
b) present relevant, well-informed
responses to the idea that ‘Ain’t That
Bad’ is the best expression of ethnic
pride in the collection, fluently using
appropriate terminology to support
informed interpretations
c) structure and organise their
writing in a cogent manner
d) communicate content and
meaning through sophisticated and
mature writing.
Assessment Objective 2
(15 marks)
Assessment Objective 3
(15 marks)
AO2: Demonstrate detailed
critical understanding in
analysing the ways in which
form, structure and language
shape meanings in literary
texts
Candidates characteristically:
a) identify few aspects of form,
structure and language in
Angelou’s poetry
b) assert some aspects with
reference to how Angelou
shapes meaning
c) make limited references to
Angelou’s poetry.
AO3: Explore connections and
comparisons between different
literary texts, informed by
interpretations of other readers
Candidates characteristically:
a) identify obvious aspects of
form, structure and language in
Angelou’s poetry
b) describe some aspects with
reference to how Angelou
shapes meaning
c) make related references to
Angelou’s poetry.
Candidates characteristically:
a) make straightforward links and
connections between ‘Ain’t That
Bad’and other Angelou poems
b) reflect the given view in a basic
way
c) simply agree/disagree with the
given view.
Candidates characteristically:
a) identify relevant aspects of
form, structure and language in
Angelou’s poetry
b) explore how Angelou uses
specific aspects to shape
meaning
c) use specific references to
Angelou’s poetry to support
their responses.
Candidates characteristically:
a) explore links and connections
between ‘Ain’t That Bad’and other
Angelou poems
b) communicate understanding of
the given view
c) consider different
interpretations of Angelou’s
poetry
d) construct a balanced debate.
Candidates characteristically:
a) identify relevant aspects of
form, structure and language in
Angelou’s poetry with insight
b) confidently explore how
Angelou uses specific aspects
to shape meaning
c) show a mastery of detail in
their use of specific references
to Angelou’s poetry to support
their responses.
Candidates characteristically:
a) explore links and connections
between ‘Ain’t That Bad’and other
Angelou poems with confidence
b) communicate mature
understanding of the given view
c) consider different
interpretations of Angelou’s
poetry in a cogent manner
d) construct an illuminating
debate.
12
Candidates characteristically:
a) make few links and
connections between ‘Ain’t That
Bad’ and other Angelou poems
b) reflect the given view in a
limited way
c) assert their agreement/
disagreement with the given view.
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
The World’s Wife – Carol Ann Duffy
04. ‘If violence is a human failing, it is a liberating one that is not specific to the male gender.’
How far do you agree that Duffy’s main objective is to explore the nature and purpose of female
violence in The World’s Wife ?
In your answer you should either refer to two or three poems in detail or range more widely
through the whole collection.
FOCUS
given view, two or three poems, whole text
KEYWORDS how far you agree, main aim, Duffy explores, nature and purpose, female
violence
INDICATIVE CONTENT
• to produce a balanced debate, the candidate’s choice of poetry should include both poems
that explore the nature and purpose of female violence and poems which show other
emotions or are more focused on the exploration of male violence
• poems exploring female violence might include ‘Delilah’, ‘The Devil’s Wife’, ‘Mrs Beast’,
‘Circe’, Queen Herod’ and ‘The Kray Sisters’
• a counter argument could be provided by poems such as ‘Anne Hathaway’, ‘Demeter’,
‘Pilate’s Wife’ and ‘Queen Kong’
• candidates who read closely will perhaps argue the motives of the females in the poems
and those of Duffy herself as well as presenting arguments that refuse to polarise the
genders.
13
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Assessment Objective 1
(15 marks)
AO1: Articulate creative, informed
Assessment and relevant responses to literary
texts, using appropriate terminology
Objective
and concepts, and coherent,
accurate written expression
Band 1
0-10
Band 2
11-22
Band 3
23-34
Band 4
35-45
Candidates characteristically:
a) communicate limited knowledge
and understanding of Duffy’s poetry
b) make few uses of appropriate
terminology or examples to support
interpretations of Duffy’s
presentation of the nature and
purpose of female violence
c) attempt to communicate meaning
by using inaccurate language.
Candidates characteristically:
a) communicate some basic
knowledge and understanding of
Duffy’s poetry
b) make simple use of appropriate
terminology or examples to support
interpretations of Duffy’s
presentation of the nature and
purpose of female violence
c) communicate meaning using
straightforward language.
Candidates characteristically:
a) communicate relevant knowledge
and understanding of Duffy’s poetry
b) present relevant responses to
interpretations of Duffy’s
presentation of the nature and
purpose of female violence, using
appropriate terminology to support
informed interpretations
c) structure and organise their
writing
d) communicate content and
meaning through expressive and
accurate writing.
Candidates characteristically:
a) communicate relevant knowledge
and understanding of Duffy’s poetry
with confidence
b) present relevant, well-informed
responses to Duffy’s presentation of
the nature and purpose of female
violence, fluently using appropriate
terminology to support informed
interpretations
c) structure and organise their
writing in a cogent manner
d) communicate content and
meaning through sophisticated and
mature writing.
Assessment Objective 2
(15 marks)
Assessment Objective 3
(15 marks)
AO2: Demonstrate detailed
critical understanding in
analysing the ways in which
form, structure and
language shape meanings
in literary texts
Candidates
characteristically:
a) identify few aspects of
form, structure and
language in Duffy’s poetry
b) assert some aspects with
reference to how Duffy
shapes meaning
c) make limited references
to Duffy’s poetry
Candidates
characteristically:
a) identify obvious aspects
of structure, form and
language in Duffy’s poetry
b) describe some aspects
with reference to how Duffy
shapes meaning
c) make related references
to Duffy’s poetry.
AO3: Explore connections and
comparisons between different
literary texts, informed by
interpretations of other readers
Candidates
characteristically:
a) identify relevant aspects
of form, structure and
language in Duffy’s poetry
b) explore how Duffy uses
specific aspects to shape
meaning
c) use specific references to
Duffy’s poetry to support
their responses.
Candidates characteristically:
a) explore links and connections
between Duffy’s poems
b) communicate understanding of
the given view
c) consider different
interpretations of Duffy’s poetry
d) construct a balanced debate.
Candidates
characteristically:
a) identify relevant aspects
of form, structure and
language in Duffy’s poetry
with insight
b) confidently explore how
Duffy uses specific aspects
to shape meaning
c) show a mastery of detail
in their use of specific
references to Duffy’s poetry
to support their responses.
Candidates characteristically:
a) explore links and connections
between Duffy’s poems with
confidence
b) communicate mature
understanding of the given view
c) consider different
interpretations of Duffy’s poetry in
a cogent manner
d) construct an illuminating
debate.
14
Candidates characteristically:
a) make few links and connections
between Duffy’s poems
b) reflect the given view in a
limited way
c) assert their agreement/
disagreement with the given view.
Candidates characteristically:
a) make straightforward links and
connections between Duffy’s
poems
b) reflect the given view in a basic
way
c) simply agree/disagree with the
given view.
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
The World’s Wife – Carol Ann Duffy
05. ‘Demeter’ is the last poem in the collection.
To what extent do you agree that this poem is an effective conclusion to The World’s Wife?
In your answer you should consider form, structure and language as well as subject matter.
FOCUS
‘Demeter’ / whole text
KEYWORDS To what extent do you feel, effective conclusion, form, structure, language,
subject matter.
INDICATIVE CONTENT
• analysis of ‘Demeter’, featuring relevant comment on subject matter (eg Demeter’s
reflections on the past and the present; the passage of time; ideas about the freedom of the
spirit and female symbolism; grief and recovery) form, structure and language (eg stanzaic
form; sonnet; natural imagery and pathetic fallacy; possibly autobiographical voice?).
• links to other poems show effectiveness as a conclusion; poems with similar subject matter
(eg, ‘Anne Hathaway’, ‘Queen Kong’, ‘Queen Herod’) or with similar style (eg ‘Anne
Hathaway’ or possibly ‘Frau Freud’)
• counter-arguments, based on those elements of Duffy’s writing not present in ‘Demeter’ are
used to produce a balanced debate: eg ‘Salome’, ‘Circe’, ‘The Devil’s Wife’ or ‘Eurydice’.
15
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Assessment Objective 1
(15 marks)
Assessment AO1: Articulate creative,
informed and relevant responses
Objective
Band 1
0-10
Band 2
11-22
Band 3
23-34
Band 4
35-45
to literary texts, using
appropriate terminology and
concepts, and coherent, accurate
written expression
Candidates characteristically:
a) communicate limited knowledge
and understanding of Duffy’s poetry
b) make few uses of appropriate
terminology or examples to support
the idea of ‘Demeter’ as an
effective conclusion
c) attempt to communicate meaning
by using inaccurate language.
Candidates characteristically:
a) communicate some basic
knowledge and understanding of
Duffy’s poetry
b) make simple use of appropriate
terminology or examples to support
the idea of ‘Demeter’ as an
effective conclusion
c) communicate meaning using
straightforward language.
Candidates characteristically:
a) communicate relevant
knowledge and understanding of
Duffy’s poetry
b) present relevant responses to
the idea of ‘Demeter’ as an
effective conclusion, using
appropriate terminology to support
informed interpretations
c) structure and organise their
writing
d) communicate content and
meaning through expressive and
accurate writing.
Candidates characteristically:
a) communicate relevant
knowledge and understanding of
Duffy’s poetry with confidence
b) present relevant, well-informed
responses to the idea of ‘Demeter’
forming and appropriate opening to
the collection, fluently using
appropriate terminology to support
informed interpretations
c) structure and organise their
writing in a cogent manner
d) communicate content and
meaning through sophisticated and
mature writing.
Assessment Objective 2
(15 marks)
Assessment Objective 3
(15 marks)
AO2: Demonstrate detailed
critical understanding in
analysing the ways in
which form, structure and
language shape meanings
in literary texts
Candidates characteristically:
a) identify few aspects of
structure, form and language
in Duffy’s poetry
b) assert some aspects with
reference to how Duffy
shapes meaning
c) make limited references to
Duffy’s poetry
AO3: Explore connections and
comparisons between different
literary texts, informed by
interpretations of other
readers
Candidates characteristically:
a) identify obvious aspects of
structure, form and language
in Duffy’s poetry
b) describe some aspects
with reference to how Duffy
shapes meaning
c) make related references to
Duffy’s poetry.
Candidates characteristically:
a) make straightforward links and
connections between ‘Demeter’
and other Duffy poems
b) reflect the given view in a
basic way
c) simply agree/disagree with the
given view.
Candidates characteristically:
a) identify relevant aspects of
structure, form and language
in Duffy’s poetry
b) explore how Duffy uses
specific aspects to shape
meaning
c) use specific references to
Duffy’s poetry to support their
responses.
Candidates characteristically:
a) explore links and connections
between ‘Demeter’ and other
Duffy poems
b) communicate understanding of
the given view
c) consider different
interpretations of Duffy’s poetry
d) construct a balanced debate.
Candidates characteristically:
a) identify relevant aspects of
structure, form and language
in Duffy’s poetry with insight
b) confidently explore how
Duffy uses specific aspects to
shape meaning
c) show a mastery of detail in
their use of specific
references to Duffy’s poetry
to support their responses.
Candidates characteristically:
a) explore links and connections
between ‘Demeter’ and other
Duffy poems with confidence
b) communicate mature
understanding of the given view
c) consider different
interpretations of Duffy’s poetry
in a cogent manner
d) construct an illuminating
debate.
16
Candidates characteristically:
a) make few links and
connections between ‘Demeter’
and other Duffy poems
b) reflect the given view in a
limited way
c) assert their agreement/
disagreement with the given
view.
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Skirrid Hill – Owen Sheers
06. A critic has written that Sheers’ poetry ‘hurts like a badly healed wound’
How far do you agree that Sheers’ poetry is preoccupied with pain?
In your answer you should either refer to two or three poems in detail or range more widely
through the whole collection.
FOCUS
Critic’s view of Sheers’ poetry / two or three poems, whole text
KEYWORDS how far do you agree, hurts, badly healed wound
INDICATIVE CONTENT
• to produce a balanced debate, the candidate’s choice of poetry should include both poems
that support the critic’s view and poems that feature other aspects of Sheers’ writing
• poems in support of the critic might include those in which Sheers explores the pain of
relationships and separations (eg ‘Marking Time’, ‘Amazon’, ‘On Going’, ‘Border Country’,
‘Keyways’, ‘Y Gaer’, ‘The Wake’, ‘The Hill Fort’ and ‘Liable to Floods’) or those in which he
presents arguably more positive outcomes (eg ‘Song’, ‘Valentine’, ‘Winter Swans’, ‘The
Equation’, ‘Shadow Man’ and ‘Swallows’.)
• counter-arguments could be provided by reference to the poems that explore the traditional
crafts of the artisan in a celebration of manual labour or those that extol the healing power
of nature on the human soul (eg ‘The Farrier’, ‘Intermission’, ‘Service’, ‘Stitch in Time’ or
‘The Singing Men’.) Alternative readings of poems – is the poetry ‘painful to read’, or is it
that it’s about pain?
17
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Assessment Objective 1
(15 marks)
Assessment AO1: Articulate creative, informed
and relevant responses to literary
Objective
Band 1
0-10
Band 2
11-22
Band 3
23-34
Band 4
35-45
texts, using appropriate
terminology and concepts, and
coherent, accurate written
expression
Candidates characteristically:
a) communicate limited knowledge
and understanding of Sheers’
poetry
b) make few uses of appropriate
terminology or examples to support
or refute the idea that Sheers’
poetry hurts like a badly healed
wound
c) attempt to communicate
meaning by using inaccurate
language.
Candidates characteristically:
a) communicate some basic
knowledge and understanding of
Sheers’ poetry
b) make simple use of appropriate
terminology or examples to support
or refute the idea that Sheers’
poetry hurts like a badly healed
wound c) communicate meaning
using straightforward language.
Candidates characteristically:
a) communicate relevant
knowledge and understanding of
Sheers’ poetry
b) present relevant responses to
support or refute the idea that
Sheers’ poetry hurts like a badly
healed wound, using appropriate
terminology to support informed
interpretations
c) structure and organise their
writing
d) communicate content and
meaning through expressive and
accurate writing.
Candidates characteristically:
a) communicate relevant
knowledge and understanding of
Sheers’ poetry with confidence
b) present relevant, well-informed
responses to support or refute the
idea that Sheers’ poetry hurts like a
badly healed wound, fluently using
appropriate terminology to support
informed interpretations
c) structure and organise their
writing in a cogent manner
d) communicate content and
meaning through sophisticated and
mature writing.
Assessment Objective 2
(15 marks)
Assessment Objective 3
(15 marks)
AO2: Demonstrate detailed
critical understanding in
analysing the ways in which
form, structure and language
shape meanings in literary
texts
Candidates characteristically:
a) identify few aspects of
structure, form and language
in Sheers’ poetry
b) assert some aspects with
reference to how Sheers
shapes meaning
c) make limited references to
Sheers’ poetry.
AO3: Explore connections and
comparisons between different
literary texts, informed by
interpretations of other readers
Candidates characteristically:
a) identify obvious aspects of
structure, form and language
in Sheers’ poetry
b) describe some aspects
with reference to how Sheers
shapes meaning
c) make related references to
Sheers’ poetry.
Candidates characteristically:
a) make straightforward links and
connections between Sheers’
poems
b) reflect the given view in a basic
way
c) simply agree/disagree with the
given view.
Candidates characteristically:
a) identify relevant aspects of
structure, form and language
in Sheers’ poetry
b) explore how Sheers uses
specific aspects to shape
meaning
c) use specific references to
Sheers’ poetry to support
their responses.
Candidates characteristically:
a) explore links and connections
between Sheers’ poems
b) communicate understanding of
the given view
c) consider different
interpretations of Sheers’ poetry
d) construct a balanced debate.
Candidates characteristically:
a) identify relevant aspects of
structure, form and language
in Sheers’ poetry with insight
b) confidently explore how
Sheers uses specific aspects
to shape meaning
c) show a mastery of detail in
their use of specific
references to Sheers’ poetry
to support their responses.
Candidates characteristically:
a) explore links and connections
between Sheers’ poems with
confidence
b) communicate mature
understanding of the given view
c) consider different
interpretations of Sheers’ poetry
in a cogent manner
d) construct an illuminating
debate.
18
Candidates characteristically:
a) make few links and
connections between Sheers’
poems
b) reflect the given view in a
limited way
c) assert their agreement/
disagreement with the given view.
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context:
Option C The Struggle for Identity in Modern Literature – June 2011
Skirrid Hill – Owen Sheers
07. Remind yourself of the poem ‘Inheritance’
To what extent do you agree that this poem is of central importance to this collection?
In your answer you should consider form, structure and language, as well as subject matter.
FOCUS
‘Inheritance’/ whole text
KEYWORDS To what extent do you agree, of central importance, form, structure, subject
matter.
INDICATIVE CONTENT
• analysis of ‘Inheritance’, featuring relevant comment on subject matter (eg Sheers’ interest
in words that arrest attention and create a stir, features of the land and the nature of the
elements; ideas about pain in the pleasure; pride in labour and the resilience of
relationships) and style (eg stanzaic form; poetic language with the use of harsh and softer
aspects of nature; confessional and intimate tones; powerful metaphors that extend to
shape the stanzas)
• links to other poems will support the idea of the use Sheers makes of his close family
relationships, natural imagery, pride in nation and heritage: poems with similar subject
matter (eg, ‘Landmark’, ‘Flag’, ‘Farther’, ‘The Wake’, ‘Amazon’, ‘History’ or ‘Skirrid Fawr’) or
with similarly unusual style (eg ‘Keyways’, ‘Marking Time’ or ‘The Equation’)
• counter-arguments, based on those poems in which Sheers moves away from the intensely
personal, familial, or national: eg those set beyond Wales/England borders (‘The Singing
Men’, ‘The Fishmonger’, ‘Drinking with Hitler’, ‘Happy Accidents’, ‘Stitch in Time’, ‘L. A.
Evening’ and ‘Under the Superstition Mountains’) or those that transcend time and place
such as ‘Swallows’, ‘Calendar’ and ‘Song’.
19
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in
Context: Option C The Struggle for Identity in Modern Literature – June 2011
Assessment
Objective
Band 1
0-10
Band 2
11-22
Band 3
23-34
Band 4
35-45
Assessment Objective 1
(15 marks)
Assessment Objective 2
(15 marks)
AO1: Articulate creative, informed
and relevant responses to literary
texts, using appropriate
terminology and concepts, and
coherent, accurate written
expression
Candidates characteristically:
a) communicate limited
knowledge and understanding of
Sheers’ poetry
b) make few uses of appropriate
terminology or examples to
support the idea of the centrality
of ‘Inheritance’ to the collection
c) attempt to communicate
meaning by using inaccurate
language.
Candidates characteristically:
a) communicate some basic
knowledge and understanding of
Sheers’ poetry
b) make simple use of appropriate
terminology or examples to
support the idea of the centrality
of ‘Inheritance’ to the collection
c) communicate meaning using
straightforward language.
Candidates characteristically:
a) communicate relevant
knowledge and understanding of
Sheers’ poetry
b) present relevant responses to
the idea of the centrality of
‘Inheritance’ to the collection,
using appropriate terminology to
support informed interpretations
c) structure and organise their
writing
d) communicate content and
meaning through expressive and
accurate writing.
Candidates characteristically:
a) communicate relevant
knowledge and understanding of
Sheers’ poetry with confidence
b) present relevant, well-informed
responses to the idea of the
centrality of ‘Inheritance’ to the
collection, fluently using
appropriate terminology to support
informed interpretations
c) structure and organise their
writing in a cogent manner
d) communicate content and
meaning through sophisticated
and mature writing.
AO2: Demonstrate detailed
critical understanding in
analysing the ways in which
form, structure and language
shape meanings in literary texts
AO3: Explore connections and
comparisons between different
literary texts, informed by
interpretations of other readers
Candidates characteristically:
a) identify few aspects of form,
structure and language in
Sheers’ poetry
b) assert some aspects with
reference to how Sheers
shapes meaning
c) make limited references to
Sheers’ poetry.
Candidates characteristically:
a) make few links and connections
between ‘Inheritance’ and other
Sheers poems
b) reflect the given view in a limited
way
c) assert their agreement/
disagreement with the given view.
Candidates characteristically:
a) identify obvious aspects of
form, structure and language in
Sheers’ poetry
b) describe some aspects with
reference to how Sheers
shapes meaning
c) make related references to
Sheers’ poetry.
Candidates characteristically:
a) make straightforward links and
connections between ‘Inheritance’
and other Sheers poems
b) reflect the given view in a basic
way
c) simply agree/disagree with the
given view.
Candidates characteristically:
a) identify relevant aspects of
form, structure and language in
Sheers’ poetry
b) explore how Sheers uses
specific aspects to shape
meaning
c) use specific references to
Sheers’ poetry to support their
responses.
Candidates characteristically:
a) explore links and connections
between ‘Inheritance’ and other
Sheers poems
b) communicate understanding of
the given view
c) consider different interpretations
of Sheers’ poetry
d) construct a balanced debate.
Candidates characteristically:
a) identify relevant aspects of
form, structure and language in
Sheers’ poetry with insight
b) confidently explore how
Sheers uses specific aspects to
shape meaning
c) show a mastery of detail in
their use of specific references
to Sheers’ poetry to support
their responses.
Candidates characteristically:
a) explore links and connections
between ‘Inheritance’ and other
Sheers poems with confidence
b) communicate mature
understanding of the given view
c) consider different interpretations
of Sheers’ poetry in a cogent
manner
d) construct an illuminating debate.
20
Assessment Objective 3
(15 marks)
Mark Scheme – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in
Context: Option C The Struggle for Identity in Modern Literature – June 2011
Converting marks into UMS marks
Convert raw marks into marks on the Uniform Mark Scale (UMS) by visiting the link below
UMS Conversion Calculator www.aqa.org.uk/umsconversion
21